GTA For 7SSPN001 - The Policy Process

Job Description

Graduate Teaching Assistant in the School of Politics & Economics



Your Module Convenor will be your Line Manager, if you have any queries or questions, please make your enquiry with them first. If you have any other query regarding your employment, please email spe-business-support@kcl.ac.uk



 



Responsibilities



- Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, tutorials, lab sessions, other small group work to develop student skills, demonstration for experiments/techniques in lab-based science and computing, and/or mentoring support for UG or PGT project work. Students will not normally be involved in lecturing, but in some cases may be asked to lead lectures if the topic falls within their specialist field.



- Participation in appropriate training including mandatory courses/sessions (e.g., courses, induction sessions.)



- Careful and proportionate preparation for teaching activities. In some instances, materials will be provided by departments/ faculties.



- Marking and assessment (formative and summative) under supervision of module leaders or other appropriate academic staff.



- Provision of timely and useful formative and summative feedback to students, holding weekly office hours or similar to provide students with opportunities for face-to-face meetings, and providing feedback and guidance via e-mail where needed.



- Maintenance of information and resources on KEATS and interaction with students via the VLE.



- Attendance at lectures where needed/requested to ensure consistency of module delivery.



- Routine administration and correspondence associated with teaching delivery.



- Liaison with senior colleagues regarding contributions to module development (e.g. course material, content development), planning of teaching and monitoring student progress.



 



GTA framework tariff of activities: https://internal.kcl.ac.uk/hr/gtas/principles-gta-framework 



 



Variation will exist across academic departments and disciplines in relation to specific requirements of GTAs. Roles and responsibilities may also be subject to change.  If you are required to complete additional marking, these hours will be added to your assignment and your hours and contract length will be changed accordingly with your agreement after you have started.



 



GTAs will not be expected to:



- Lead lectures, unless they have accepted to do so on a very occasional basis, in their specialist field



- Provide pastoral support to students or act as a personal tutor



- Be involved in Open Days or admissions activities - Provide students with references



- Set assessments



- Be available to students at all times



- Carry out unremunerated additional work on an ad hoc basis Mandatory training All mandatory training (specific to the delivery of teaching, rather than generic training which all PhD students should already be undertaking as part of their studies) will be remunerated. Under the new model, all GTAs will receive 6 hours of remunerated training for every academic year in which they teach at King's, regardless of whether they have taught before or not. It is envisaged that this would constitute 6 hours of jointly delivered training with King's Academy and academic departments. Some faculties may decide that they wish to include more mandatory training and to pay their GTAs for this. It is also up to departments and faculties to work with King's Academy to decide what constitutes mandatory training, which element of this can be delivered online, and what constitutes professional development training for all PGRs. You should be informed by your GTA Lead (https://keats.kcl.ac.uk/mod/book/view.php?id=2554510&chapterid=186267) about mandatory training. You can also visit the King's Academy GTA Development page (https://internal.kcl.ac.uk/kingsacademy/professional-development/gta-development-programme) for more information, resources and additional workshops that are available to you as a GTA.



Qualifications

Essential qualifications



1. A first degree in a relevant subject area (or have equivalent experience).



2. Currently studying towards a PhD in a relevant subject area (or have equivalent experience)



Skills

1. Experience of adapting own skills to new circumstances - essential



2. A good understanding of the HE sector - desirable



Personal characteristics / other requirements



1. Ability to self-reflect on teaching design and delivery and act on feedback for future improvements - essential



2. Ability to work as part of a team - essential



3. Ability to motivate high performance in others – desirable



Role specific requirements



1. Ability and willingness to engage in relevant departmental training and introductory pastoral support training - essential



2. Keep abreast of current literature in subject areas being taught - essential

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We are advertising for new GTAs for our UG programme modules in the Department of Psychology.  On completing the application process, please advise which areas you are interested in from the table below (noting as many or few as you like) and any experience you have around these and the essential criteria further down.



Interviews will take place on 17th and 18th June 2024.



Any queries, please contact Jackie Sansom (GTA Administrator) – jackie.sansom@kcl.ac.uk; or Devin Terhune (GTA Lead) – devin.terhune@kcl.ac.uk.



a. Biological Psychology (e.g., Psychology and the Brain, Contemporary Issues in Neuroscience). Leading seminars and practicals on the brain, cognition and the biological components of behaviour; marking and giving written feedback on students work.



b. Social Psychology (e.g., Psychology and Society). Leading seminars and practicals on social psychology; marking and giving written feedback on students’ work.



c. Individual Differences & Behaviour (e.g., Psychology and the Individual, The Origin of Individual Differences). Leading seminars and practicals on the principles of learning and conditioning, and on individual differences in personality and intelligence; marking and giving written feedback to students.



d. Developmental Psychology (e.g., Psychology and Development, The Origin of Individual Differences). Leading seminars and practicals on typical and atypical development in childhood; marking and giving written feedback on students’ work.



e. Cognitive Psychology (e.g., Choices; Distorted Worlds). Leading seminars and practicals on memory, attention, perception, and decision making; marking and giving written feedback to students.



f. Statistics Practical Classes (e.g., Research Methods 1-4). Assisting during statistics practical classes (often using SPSS); providing students with feedback on their work. Strong statistical skills and understanding, and the ability to explain statistical concepts are important for this role.



g. Statistics Practical Classes and Coding using R (e.g., Research Methods and Statistics with R, 1-3). Role involves assisting during practical classes teaching statistics and coding using R, marking and feedback, running helpdesks. Strong statistical skills and understanding, the ability to explain statistical concepts, experience in R, and some experience in coding are important for this role.



h. Research Design Seminars (e.g., Research Methods 1-4). Leading seminars on quantitative research methods, study design, and the interpretation and reporting of research.



i. Neuroscience/Neurophysiology/Pharmacology (e.g., Brain Form and Function): Assisting in practicals and classroom discussions on brain function in health and disease; feedback and marking.



j. Neuroanatomy/Neurodevelopment (e.g., The Making of a Brain,): Assisting in practicals and classroom discussions on neuroanatomy, neurodevelopment and the evolution of the central nervous system; feedback and marking.



k. Electrophysiology/EEG (e.g., The Electrophysiological Brain): Leading seminars, practicals and journal clubs on electrophysiological recordings and intracranial recording in animals or on human EEG and experimental design.



l. Neural Data analysis/Computational Neuroscience (e.g., Computing for Brain/Cognitive Scientists; Computational Neuroscience; Machine Learning): Role involves assisting during practical classes teaching neural data analysis and modelling, statistics, mathematical skills and coding using Matlab or Python, marking and feedback. Strong statistical and mathematical skills as applied to neural data analysis recordings and ability to explain mathematical/statistical concepts are required for this role, as is experience in coding.



m. Lab based skills and tools for molecular research (e.g., Molecular and Cellular Neuroscience)



Facilitating students in small group work in understanding the lab-based skills needed for neuroscience research and interpreting data and research articles.



n. Functional Neuroimaging using BOLD fMRI (e.g., Imaging the Brain, Reading the Mind; Introduction to fMRI). Assisting during seminars on BOLD fMRI as applied in cognitive/clinical neuroscience and practical classes involving fMRI data analysis



o. Cognitive Science (e.g., The Cognitive Brain, Cognitive Science): Leading seminars and practicals on cognitive science or cognitive neuroscience (e.g., analysis and discussion of classic approaches and findings).



p. Integrative Project Work (Addressing Real-World Problems). Facilitating student-led group work; helping students apply knowledge from their other modules to address a practical problem. Supporting students in the preparation of poster and oral presentations are important for this role.



q. Philosophy of Psychology Leading seminars and marking work for Year 2 UG psychology students.



r. ‘Stand-alone’ marking. Marking students’ work, and providing written feedback, on a module that you are not otherwise engaged to teach.



s. Outreach and Recruitment Work. Visiting schools to present to A-level students and their teachers on the details of the IoPPN’s BSc degrees and the research and scholarship undertaken at the IoPPN (training/preparation provided by IoPPN the Marketing & Outreach Team).



Key Responsibilities



Participation in appropriate training.



Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, practical sessions, other small group work to develop student skills, demonstrating techniques, and managing online discussion forums.



Careful and proportionate preparation for teaching activities.



Marking and assessment (formative and summative) under supervision of module leaders or other appropriate academic staff.



Provision of timely and useful formative and summative feedback to students.



Routine administration and correspondence associated with teaching delivery (e.g., monitoring student attendance).



Liaison with senior colleagues regarding module delivery and development (e.g. provide feedback on activities to improve future delivery of the module).



{The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.}



 



GTAs will not be expected to:



Lead lectures, though very occasionally may be offered this opportunity in their specialist field



Provide pastoral support to students or act as a personal tutor



Be involved in Open Days or admissions activities



Provide students with references



Set assessments



Be available to students at all times



Carry out unremunerated additional work on an ad hoc basis



Qualifications

Education / qualification and training



Excellent subject knowledge of psychology and/or neuroscience as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate psychology degree, an undergraduate degree in neuroscience, and/or psychology or neuroscience masters degree and/or successful application of psychology or neuroscience content to postgraduate research in the psychological sciences or neuroscience.



Undertaking psychological or neuroscience research at King’s College London, either as a PhD student or as a postdoctoral researcher.



Skills

Knowledge / skills



Excellent written and oral communication skills, including competence in explaining psychological and/or neuroscience concepts, describing psychological and/or neuroscience research, and providing clear and constructive feedback.



Experience



Experience of presenting psychology and/or neuroscience research.



Experience of facilitating or leading group work, activities or discussion.



Personal characteristics/other requirements



Ability to self-reflect on teaching design and delivery and act on feedback for future improvements.



A commitment to delivering high quality education to psychology and/or neuroscience undergraduate students as part of a team.



Diligent in preparing for teaching sessions and assessment activities; including undertaking preparatory reading, planning, and familiarization with assessment briefs and marking criteria.



Role specific requirements



Able to attend regular weekly/fortnightly teaching sessions as appropriate to the specific teaching role.



Able to assess and provide feedback on students’ work.



Able and willing to complete initial training for the role (a) Completing an Introduction to Teaching in Health & Sciences, a course run by King’s Academy (or have already completed the course, or the similar KCL-run course titled Preparing to Teach); (b) Participate in Departmental Training for New Graduate Teaching Assistants.



Able and willing to engage in ongoing role-specific training, e.g., team meetings for seminar/practical leaders, calibration meetings for assignment marking.

This is a part-time, flexible role to undertake a specific programme of work before the end of July. There are nominally 14 hours per week over 8 weeks, but this may be undertaken at times suiting the successful candidate, according to the needs of the project, in agreement with the PI.



The role is to assist with the research and stakeholder consultation components of a co-design curriculum development initiative to improve data science education for nutrition and dietetics students at King's.



Responsibilities will include:




  • Registering the project with the minimal-risk ethics register

  • Coordinating stakeholder group (internal and external stakeholders, including students, academics, employers and subject-matter experts)

  • Assisting with the design, conduct and analysis of a mixed-methods project to evaluate stakeholder needs and student and staff openness to engage with an enhanced data science curriculum

  • Assisting with a mapping exercise for practices in other institutions/departments and professional standards

  • Supporting a rapid review of the literature in relation to statistics, data science, research methods and digital health education in nutrition & dietetics



Qualifications

  • An undergraduate degree in nutrition, dietetics, sports science, food science or from a statistical or healthcare background

  • Enrolled or near completion of a postgraduate research degree in a related field



Skills

  • Experience supporting ethics submissions

  • Skills to support stakeholder engagement

  • Research and analytic skills to support core research elements of the project

  • Desirable: Experience with mixed-methods research, in particular, facilitation, co-design or similar methodologies

Leading English speaking sessions with international students - using questions to help guide the conversation.



Must be available to lead sessions on Fridays (daytime). 



This is an ONLINE position. No travel required.



Qualifications

N/A



Skills

None - training provided.



 

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